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Reception

Useful information for Reception parents

 

Please follow the link below for induction information

The Reception year is one of the most important in your child's school journey. It is in the Reception year that the foundations are laid for life long learning. The skills taught in Reception are like the foundations for a house, we need to make them nice and strong.Through our exciting and engaging curriculum we aim to put teach children how to become resourceful, inquisitive, collaborative, communicative learners, who always 'give it a go' and never give up. 

 

 

One of our key aims is to make the transition into school life as smooth as possible for all children and to give them the best possible start to their school life and we enjoy working closely with parents we develop each child’s personal, social and emotional well-being and grow their independence.

 

The curriculum for Reception comprises of seven areas; three prime areas of learning and four specific areas. Careful planning ensures that all seven areas are effectively addressed in a range of engaging and interactive ways. All seven areas of learning are closely linked and interweave into one another and many of the activities that take place incorporate more than one area of learning.

 

 

Green Go learning and Red Stop learning 

 

At Green go times children are encouraged to initiate their own lines of inquiry, with adults dipping in to their self chosen activities in order to work towards their individual next steps for development. Red stop learning is preplanned and children are skillfully guided and instructed in their development of skills which enable them to learn confidently.

Early Learning Goals

Our Learning Spaces

Phonics

Children who read regularly or are read to regularly have the opportunity to open the doors to so many different worlds! More importantly, reading will give your child the tools to become independent life-long learners.

 

We can achieve this together through:

  • Read Write Inc, a program to help to your child read at school
  • Encouraging children to develop a love of books by reading to them daily, at home and at school
  • Giving children access to a wide range of books at school and at home

 

At The Oaktree School we use Read Write Inc Phonics (RWI) to give your child the best possible start with their literacy. We have put together a guide to how the RWI programme works together with some useful links. Please take the time to read the information as it will provide invaluable information as to how you can help and support your child in reading.

 

What is Read Write Inc?

Read Write Inc (RWI) is a phonics programme which helps children learn to read fluently and at speed so they can focus on developing their skills in comprehension, vocabulary and spelling.  The programme is designed for children aged 4-7. However, at The Oaktree School we begin the programme in Nursery, through teaching phonological awareness, and will continue teaching RWI to children into Year 2 if they still need further support in their reading.

 

RWI was developed by Ruth Miskin and more information on this can be found at –

https://home.oxfordowl.co.uk/reading/reading-schemes-oxford-levels/read-write-inc-phonics-guide/

 

How will RWI be taught?

All children are assessed regularly by their teacher so that children are taught at the same level. This allows complete participation in lessons.

 

Nursery

When appropriate, children will be introduced to the initial sounds in short five minutes sessions.

 

Reception

In Reception all children will learn how to ‘read’ the sounds in words and how those sounds can be written down.

 

Reading

The children:

  • learn 44 sounds and the corresponding letters/letter groups using simple picture prompts – see below
  • learn to read words using Fred talk and sound blending
  • read from a range of storybooks and non-fictions books matched to their phonic knowledge
  • work well with partners
  • develop comprehension skills in stories by answering 'Find It' and 'Prove It' discussion questions

 

Writing

The children:

  • learn to write and form the letters/letter groups which represent the 44 sounds with the help of fun phrases
  • learn to write words by using Fred Talk
  • learn to build sentences by practising sentences out loud before they write 

 

Talking

The children work in pairs so that they:

  • answer every question
  • practise every activity with their partner
  • take turns in talking and reading to each other
  • develop ambitious vocabulary

 

Five key principles underpin the teaching in all Read Write Inc. sessions:  

  • Purpose – know the purpose of every activity and share it with the children, so they know the one thing they should be thinking about
  • Participation – ensure every child participates throughout the lesson. Partnership work is fundamental to learning
  • Praise – ensure children are praised for effort and learning, not ability
  • Pace – teach at an effective pace and devote every moment to teaching and learning
  • Passion – be passionate about teaching so children can be engaged emotionally. 

 

Children will be taught how to read as follows:

  • Before you start to teach your child, practise saying the sounds below. These are the sounds we use to speak in English.

 

Fred Talk

 

  • We use pure sounds (‘m’ not’ muh’,’s’ not ‘suh’, etc.) so that your child will be able to blend the sounds into words more easily.
  • At school we use a puppet called Fred who is an expert on sounding out words! we call it, ‘Fred Talk’. E.g. m-o-p, c-a-t, m-a-n, sh-o-p, b-l-a-ck.
  •  
  • The following video is an example of blending sounds with Fred. https://www.youtube.com/watch?v=dEzfpod5w_Q

 

The children are taught the sounds in 3 sets. 

Step 1:

  • Set 1 Sounds are taught in the following order together with rhymes to help children form the letters correctly and instantly recognise sounds ready for blending.

 

Set 1

Sound

Rhyme

m

Down Maisie then over the two mountains. Maisie, mountain, mountain.

a

Round the apple, down the leaf.

s

Slide around the snake

d

Round the dinosaur's back, up his neck and down to his feet.

t

Down the tower, across the tower,

i

Down the insects body, dot for the head.

n

Down Nobby and over the net.

p

Down the plait, up and over the pirates face.

g

Round the girls face, down her hair and give her a curl

o

All around the orange

c

Curl around the caterpillar

k

Down the kangaroos body, tail and leg

u

Down and under the umbrella, up to the top and down to the puddle

b

Down the laces, over the toe and touch the heel

f

Down the stem and draw the leaves

e

Slice into the egg, go over the top, then under the egg

l

Down the long leg

h

Down the horse's head to the hooves and over his back

sh

Slither down the snake, then down the horse's head to the hooves and over his back

r

Down the robot's back, then up and curl

j

Down his body, curl and dot

v

Down a wing, up a wing

y

Down a horn, up a horn and under the yak's head.

w

Down, up, down, up the worm.

th

Down the tower, across the tower, then down the horse’s head to the hooves and over his back

z

Zig-zag-zig, down the zip.

ch

Curl around the caterpillar, , then down the horse's head to the hooves and over his back

qu

Round the queen’s head, up to her crown, down her hair and curl

x

Cross down the arm and leg and cross the other way

ng

A thing on a string

nk

I think I stink

 

Please do not use letter names at this early stage.

Follow the below link to hear how to pronounce sounds correctly.

 

Step 2:

  • The children are then taught Set 2 Sounds - the long vowels. When they are very confident with all of set 1 and 2 they are taught Set 3 Sounds.

 

Long  vowel sound

Set 2 Speed Sound cards

Teach these first

Set 3 Speed Sound cards

ay

ay: may I play

a-e: make a cake

ai: snail in the rain

ee

ee: what can you see

ea: cup of tea

e: he me we she be

igh

igh: fly high

i-e: nice smile

ow

ow: blow the snow

o-e: phone home

ao: goat in a boat

oo

oo: poo at the zoo

u-e: huge brute

ew: chew the stew

oo

oo: look at a book

 

 

ar

ar: start the car

 

 

or

or: shut the door

aw: yawn at dawn

 

air

air: that’s not fair

are: share and care

 

ir

ir: whirl and twirl

ur: nurse for a purse

er: a better letter

ou

ou: shout it out

ow: brown cow

 

oy

oy: toy for a boy

oi: spoil the boy

 

ire

 

ire: fire fire!

 

ear

 

ear: hear with your ear

 

ure

 

ure: sure it’s pure?

 

 

Step 3:

  • Children will be introduced to ‘Ditty books’ when they successfully begin to read single words. The short vowels should be kept short and sharp.
  • Children use sound-blending (Fred Talk) to read short ditties.
  • Within the RWI books that they read in school children will have red and green words to learn to help them to become speedy readers. Red words are words that are not easily decodable and challenge words to extend children’s vocabulary. Green words are linked to the sounds they have been learning and are easily decodable.

 

 

We cover a range of fun cross curricular topics throughout the year in Reception. We base our learning each week on a story that relates to the theme. At the Oaktree School we believe pupil voice is fundamental in engaging children in their learning. At the end of each week we read to the children the story for the following week. At this time the children discuss ideas for their learning and what provision may be required to support this. These ideas are then interwoven into our Green stop learning and our Red stop learning. All themes are challengeable depending upon interests of the children.

 

 

 

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